Objective Immersion Beginning Intermediate
Student will Say the alphabet. Name Say the alphabet. Name
demonstrate upper and lower case upper and lower case
knowledge of letters out of sequence. letters out of sequence.
English alphabet. Write upper and lower Write upper and lower
case letters in case letters in
manuscript. Distinguish manuscript. Distinguish
between vowels and between vowels and
Student will Pronounce the individual Pronounce the individual Use sound/symbol
discriminate among sounds of the alphabet. sounds of the alphabet. association to read level-
and reproduce the Begin to make Begin to make appropriate reading
sounds of English sound/symbol sound/symbol materials.
with appropriate associations beyond associations beyond
intonation and individual letter sounds individual letter sounds
inflection. (diagraphs and blends). (diagraphs and blends).
Begin to integrate Begin to integrate
associations to read associations to read
words, phrases, and words, phrases, and
simple sentences. simple sentences. Use
association to read level-
Student will Follow left to right and Follow left to right and Know the difference
understand and top to bottom. top to bottom. between isolated
demonstrate Understand one-to-one Understand one-to-one sentences and a
knowledge about correspondence or word- correspondence or word- paragraph.
English print. to-word matching. to-word matching.
Know the difference Know the difference
between a letter, word between a letter, word
and sentence. and sentence. Know the
isolated sentences and a
Student will Read and follow single- Read and follow one- Read and follow two-
participate in step, written directions. and two-step written and multiple-step, written
reading activities to Read materials selected directions. Begin to self- directions. Self-select
acquire and deliver by the teacher. Begin to select level-appropriate level-appropriate
information. read and follow simple materials. Read level- materials. Read level-
commands and appropriate materials at appropriate materials at
directions on tests and an appropriate rate with an appropriate rate with
assignments. emerging intonation. proper phrasing and
Read and follow simple intonation. Read and
commands and follow directions on tests
directions on tests and and assignments.
Student will Begin to comprehend Comprehend materials Begin to comprehend
demonstrate English at literal level. Show
materlas at a literal level material at inferential
comprehension in a by answering basic comprehension by level. Show
variety of ways. questions (simple beginning to distinguish comprehension of level-
between relevant and
response, point to, find, appropriate subject
yes/no, either/or). Begin matter by answering
to show comprehension Show comprehension of comprehension
of level- level-appropriate subject questions. State the
appropriatesubject matter by completing main idea of level-
matter by completing structured activities appropriate material.
structured activities (dialogues,
(retelling, simple summarizing, graphic
response, role play, organizer) with teacher
illustration, collage).assistance. Restate or
Sequence a picture story
to demonstrate about level-appropriate
Identify story elements
Student will acquire Identify characters in a Read and study
knowledge of story. Understand the such as characters, additional genres such
various genres and difference between setting, plot, problem as poetry, drama, and
literary forms. and solution (conflict).
fiction and non-fiction. prose with support.
Begin to distinguish Begin to read and Begin to use facts to
between fact and understand the genres support opinions.
opinion. of fiction and non-fiction
Distinguish between fact
Students will Introduce conflict, Begin to identify setting Identify setting and
acquire knowledge imagery through the five and rhyme. Introduce rhyme. Begin to identify
of literary senses, words that are alliteration, metaphor, alliteration, metaphor,
vocabulary for the sounds (ex. hiccup, simile, conflict, poetry simile, poetry form
purpose of analyzing buzz), setting, theme, form (stanza and line), (stanza and line),
literature. symbolism, and rhyme. imagery through the five conflict, theme, plot
senses, words that are development, and
sounds (ex. hiccup, symbolism.
buzz), theme, plot
Student will Read word by word (one- Read word by word (one- Self-correct when
effectively apply a to-one correspondence). to-one correspondence). reading does not make
variety of reading Begin to use picture Begin to use picture sense. Begin to use
strategies for clues, text patterns, and clues, text patterns, and strategies during reading
comprehending a phonetic knowledge to phonetic knowledge to (meaning and visual
wide range of read. Recognize prefix read. Make meaningful cues, self-correction, re-
reading materials. and suffix patterns in substitutions and begin reading, etc.) to improve
words. Begin to to self-correct when comprehension. Begin
understand words have reading. Use pre- to understand roots,
syllables. reading strategies (prior prefixes, and suffixes to
knowledge, previewing improve comprehension
pictures, and purpose) to and fluency. Continue to
improve comprehension. syllabicate words to
Begin to learn the improve comprehension
meaning of simple and fluency.
prefixes and suffixes in
context. Begin to
syllabicate words to aid
in decoding and fluency.
Student will Begin to use basic Begin to use strategies Use strategies such as
effectively apply a strategies such as such as re-reading, re-reading, checking for
variety of reading previewing, making checking for comprehension, context
strategies for predictions, retelling, comprehension, context clues, summarizing,
selecting and summarizing, key clues, summarizing, compare and contrast,
interpreting a wide words/main ideas, compare and contrast, reading for details, and
range of reading making connections, etc. reading for details, retelling, etc. with
materials. with support. Begin to retelling, summarizing, support. Identify topic,
identify topic, and main etc. with support. and main idea
idea with assistance. Identify topic, and main independently.
idea with assistance.
Advanced Literature & Composition
Read and follow multiple- Read and follow multiple-
step written directions. step written directions.
Begin to self-select Self-select grade-
grade-appropriate appropriate materials.
materials. Begin to read Read grade-appropriate
grade-appropriate materials at an
materials at an appropriate rate with
appropriate rate with proper phrasing and
proper phrasing and intonation.
Comprehend materials Comprehend material at
at inferential level. a critical level. Show
Show comprehension of comprehension of grade-
level-appropriate subject appropriate subject
matter by reconstructing matter by analyzing,
the information in an synthesizing, and
organized and detailed evaluation. Summarize
way. Summarize grade-appropriate
important ideas of level- material.
Read and identify a Read and identify a
variety of genres with variety of genres
support. independently. Use a
combination of facts and
opinions to support or
defend a point of view.
Begin to analyze setting Analyze alliteration,
and rhyme. Identify metaphor, simile,
alliteration, metaphor, conflict, poetry form,
simile, conflict, poetry setting, theme, plot
form, conflict, theme, development,
plot development, and symbolism, and rhyme.
symbolism. Begin to Identify assonance,
identify personification, personification,
onomatopoeia, point of flashback, oxymoron,
view, and mood. onomatopoeia, point of
Introduce assonance, view, and mood.
flashback, and Introduce consonance
oxymoron. and allusion.
Begin to incorporate pre- Incorporate pre-reading,
reading, during-reading, during-reading, and after-
and after-reading reading strategies to
strategies (retelling, improve comprehension.
checking for Transfer knowledge of
understanding, etc.) to roots, prefixes, and
improve comprehension. suffixes to comprehend
Begin to select and use Select and use
appropriate reading appropriate reading
strategies strategies for the
Objective Immersion Beginning Intermediate
Style & Form Write to a prompt that is Write a paragraph in Write multiple
supported by a picture. response to a variety of paragraphs in response
Write with correct prompts using to a variety of prompts
orientation fo paper, use appropriate styles using appropriate styles
correct formatting for (narrative, expository, (narrative, expository,
writing an address, use persuasive, journaling, persuasive, journaling,
proper indentation, use a review of fiction, review review of fiction, review
notebook for journaling, of nonfiction, thank you of nonfiction, thank you
and label assignments note, letter of complaint, note, letter of complaint,
with name, date, and and a formal e-mail). and a formal e-mail).
assignment title. Write Begin to use main idea Begin to use proper and
complete sentences with and supporting details. consistent verb tense.
capitals and periods. Begin to use proper and Begin to write
Use writing implements consistent verb tense. introduction, body, and
properly. Begin to use conclusion paragraphs.
English phonology to Begin to use main idea
determine spelling. and supporting details.
Begin to use transitions.
Use proper and
consistent point of view
and verb tense.
Writing Process Introduce the writing Introduce the writing Begin to use the writing
process. Use a variety process. Use a variety process to generate
of graphic organizers to of graphic organizers to longer writing.
plan for writing. Begin to plan for writing. Begin to Independently select
write first and second write first and second from a variety of graphic
drafts to improve writing. drafts to improve writing. organizers to plan for
writing. Write first and
second drafts to improve
writing. Students will
begin to use the peer
Students will begin to
critique writing to
improve content, word
Research Introduce students to the Introduce students to the Students will
research process. research process. demonstrate knowledge
Research a topic using Research a topic using of the research writing
print, reference, and print, reference, and process. Research a
electronic resources. electronic resources. topic using a variety of
Introduce students to Introduce students to print, reference, and
bibliography. Introduce bibliography. Introduce electronic resources.
students to plagiarism. students to plagiarism. Begin to evaluate
reliability of sources.
Begin to summarize
bibliography or works
cited, and understand
Advanced Literature & Composition
Begin to write five- Write five-paragraph
paragraph essays in essays in response to a
response to a variety of variety of prompts using
prompts using appropriate styles
appropriate styles (narrative, expository,
(narrative, expository, persuasive, journaling,
persuasive, journaling, review of fiction, review
review of fiction, review of nonfiction, thank you
of nonfiction, thank you note, letter of complaint,
note, letter of complaint, cover letter, job
and a formal e-mail). application, resume, and
Use proper and a formal e-mail). Use
consistent verb tense. proper and consistent
Write introduction, body, verb tense. Write
and conclusion introduction, body, and
paragraphs. Use main conclusion paragraphs.
idea and supporting Independently use main
details. Use transitions. idea and supporting
Use proper and details. Use transitions.
consistent point of view Use proper and
and verb tense. consistent point of view
and verb tense.
Use the writing process Use the writing process
to generate longer to generate longer
writing. Independently writing. Independently
select from a variety of select from a variety of
graphic organizers to graphic organizers to
plan for writing. Write plan for writing. Write
first and second drafts to first and second drafts to
improve writing. improve writing.
Students will use the Students will use the
peer editing process. peer editing process.
Students will critique Students will critique
writing to improve writing to improve
content, word choice, content, word choice,
and organization. and organization.
Students will Students will
demonstrate knowledge demonstrate knowledge
of the research writing of the research writing
process. Research a process. Research a
topic using a variety of topic using a variety of
print, reference, and print, reference, and
electronic resources. electronic resources.
Evaluate reliability of Evaluate reliability of
sources. Summarize sources. Summarize
information, write information, write
notecards, write notecards, write
bibliography or works bibliography or works
cited, and understand cited, and understand
Entry Immersion Beginning
Ideas & Content Meaning is extremely Begins to convey Conveys meaning; topic
simplistic or unrelated to meaning; may be is beginning to be
prompt. simplistic and or unclear defined but lacks an
and loosely related to overall sense of
the prompt. purpose; some ideas
may not be related; may
be random or under
Organization Lacks organization; Written as a series of Includes at least a single
writing may appear in sentences that resemble paragraph; may lack a
the form of a list, start at paragraph form but may strong topic sentence or
the wrong place on the not include the elements conclusion; supporting
page, move in the wrong of a paragraph (topic, sentences may be
direction or return-sweep supporting and unrelated or loosely
at inappropriate times. concluding sentences). related to the topic
sentence; reader may
have to fill in gaps;
portions of writing may
Word Choice Consists of a list of Limited to basic survival Limited to expanded
isolated letters or vocabulary, level-appropriate
memorized sight words. environmental print or vocabulary.
high frequency words.
Sentence Fluency Lacks any observable Limited to patterned Includes the use of
sentence structure, sentences or simple conjunctions to form
paper is blank, writing is sentence constructions; compound sentences;
in the form of a picture, sentences may not flow sentences are beginning
writing is copied, writing together or be related to to flow together to
is not in English or is one another; includes develop the
written as a list of fragments or run-ons. ideas/content; writing
isolated letters and or may still include
words. patterned beginnings,
fragments, or run on
Conventions Lacks observable use of Limited use of Numerous errors in
conventions because conventions; sentences conventions causing
writing is so simplistic; may be so simplistic or diminished
not written in sentence patterned that few errors communication or
form. in conventions can confusion or sentences
occur; or errors may are still so simplistic and
severely diminish patterned that few errors
communication; may in conventions can
lack awareness or occur; shows awareness
control of verb tenses. of different verb tenses
although may still lack
Voice Voice may not be heard Voice may not be heard Meaning is extremely
due to limited English due to limited English simplistic or unrelated to
vocabulary and vocabulary and prompt.
Intermediate Advanced Lit. & Comp.
Meaning is clear most of Meaning is clear and Meaning is clear,
the time; topic is defined purposeful; topic is purposeful and focused
but support may be too defined; support is including relevant,
broad or loosely related established yet details original and insightful
making purpose unclear, may not be fully details that clearly
writing is vague at times. developed and/or support the development
relevant. of the prompt.
Written in paragraph Includes multiple Includes multi-paragraph
form; each paragraph paragraphs that follow organization in which
includes a topic paragraph form; ideas, sentences, and
sentences, supporting sentences and paragraphs are well-
sentences and paragraphs are well organized, developed
concluding sentence; organized and and clearly connected to
may include patterned connected; ideas the effective use of
transitional elements logically lead to each transitional elements
between paragraphs; other; writing may still among paragraphs.
ideas and details are in lack effective use of
logical order; writing may transitional elements
not transition smoothly between paragraphs.
Includes use of Vocabulary is varied and Vocabulary is at near-
expanded vocabulary beginning to show use of native English level
learned from a variety of idioms, similes, and/or including the use of
sources. metaphors to engage idioms, similes, and/or
the reader. metaphors to make the
writing engaging and
Begins to include the Includes a variety of Includes a combination
use of transitions to sentence constructions of simple, compound,
connect ideas and that vary in length; complex sentences that
sentences; writing sentences are are well-designed and
includes some complex developed and connected through the
sentences; sentence connected through the sophisticated use of
beginnings are starting appropriate use of transitional elements
to vary in form. transitions. between sentences.
Mastered simplistic Errors in conventions Errors in conventions
conventions (capitals, seldom diminish are acceptable for a first
periods, question marks, communication though draft writing and do not
etc.) may include several may continue to occur; impede meaning; writing
errors in more complex writing is beginning to shows control of most
conventions (dialogue, show a range of control standard English
subject-verb agreement, over the use of standard conventions; shows
tenses, etc.) that conventions; beginning control over a range of
sometimes diminish to show control over a verb tenses.
communication may range of more
cause portions of writing sophisticated verb
to be confusing; shows tenses (perfect tenses,
control of basic verb modals and passive).
tenses (present, past
Signs of voice are Signs of voice are Voice is heard; writing
beginning to emerge; emerging; portions may contains personal style
voice may not match the not match the purpose of that most often matches
purpose of writing. writing. purpose for writing.
Immersion and Beginning
Hold and manipulate writing tools correctly.
Copies letters and words correctly.
Locate words in a dictionary.
Locate words, phrases, and sentences in a printed text.
Classify objects and words into categories.
Organize information in sequential order.
Understand cause and effect relationships.
Know the location and checkout procedures of the school
Identify parts of a book (cover, title, author, illustrator,
Use maps, globes, diagrams, and charts in structured
Use graphic organizers to comprehend information in
Use computers as part of language acquisition activities.
Write dictated sentences.
Is familiar with a variety of testing forms and strategies
(true/false, multiple choice, matching, short answer, etc.).
Use parts of a text to locate information (paragraphs,
headings, subheadings, bold print, etc.).
Locate and use materials from a variety of media sources
(newspaper, dictionary, encyclopedia, thesaurus, atlas,
Identify glossary, index, table of contents, copyright date,
Write for a variety of social purposes (phone messages,
invitations, thank you notes, cards, letters).
Participates in teacher-directed five step writing process
(brainstorming, rough draft, revision, editing, and
Write a report using one source.
Intermediate, Advanced, and Literature & Composition
Use dictionaries, glossaries, and other resources to clarify
Use parts of a text to locate information (glossary, index,
table of contents).
Organize information by sorting, classifying, naming,
relating, observing, and measuring.
Organize information in order of importance or by priority.
Interpret and analyze information about maps, globes,
diagrams, and charts.
Generate graphic organizers.
Take notes (list, web, outline, etc.).
Analyze cause and effect relationships.
Organize information by comparing and contrasting.
Use media resources to find and present information and
accurately cite sources.
Use a thesaurus to acquire new vocabulary (synonyms,
antonyms and homonyms).
Uses the five step writing process (brainstorming, rough
draft, revision, editing, and publishing).
Write a report using and citing multiple sources.